Designing developmentally appropriate, challenging, creative, and above all, fun program for children ages 5-12, in a mixed group setting, for ten hours every day might make even the most seasoned director shudder.
The challenges can sometimes seem overwhelming . . .different kids, new staff, kindergartners and sixth graders, long days to plan, field trips to schedule, buses to contract, supplies to order.
However, with only a few simple guidelines, a cooperative effort, an open mind and an adventurous spirit, it can all fall into place pretty easily.
The first and foremost task is designing a program that the kids want to come to! Survey a group of children and parents, listen to what they have to say, and try to incorporate their needs and ideas into your design. Surveys can also be a great evaluation tool at the end of the summer to help with next year.
As you begin the planning process, it can be helpful to set up a Summer Planning Team. Recruit staff members, parents and older children. Spend the first portion of a planning meeting, discussing survey results, brainstorming and idea swapping, and spend the last half of the meeting delegating tasks. (Remember to take careful notes!) Assign tasks such as volunteer liaison (meets weekly with the volunteers in your program); club coordinator (compiles a list of clubs to be offered and fills out supply requisition forms for the director); field trip/transportation coordinator (makes reservations and sets up tentative bus schedules with the director); and snack team (sets up a menu calendar for the summer, compiles grocery lists and does the shopping).
The Summer Planning Team can be an invaluable resource. It helps alleviate stress as the multitude of tasks are divided. It builds team spirit and participatory feeling among the staff members. The combined effort of many creative minds working together will provide a meaningful experience for the children. Remember, the acronym for team is Together, Everyone Achieves More.
Planning for diverse age groups can seem like an overwhelming task because, developmentally, these children are at different ends of the spectrum. However, dividing children into groups and planning alternative activities for each is one way to validate the importance of each group and make them feel "special." For instance, letting the older children stay at the center and dip candles while the younger children go on pony rides, does wonders for the self-esteem of children in each group. The two individual groups are more easily managed when separated. A successful program will have a balance of mixed group activities and activities that are designed for specific ages and skill levels.
A cautionary note: it is easy to get caught in the "field-trip-a-day" mode. This can lead to boredom, burnout and an excessive case of the "Not Agains" echoed by staff and children alike. Field trips are an important part of full day programming. The best field trips are often the ones that are least expensive and closest to home with few restrictions. Consider 50 school-age children on a deserted beach off-season, running, yelling, collecting, digging and exploring. Then consider those same 50 children in a quiet, crowded museum gift shop. Which trip would you like to chaperone? It's great to offer field trips, but it's important to think them through carefully and not go just anywhere to escape from your center.
Clubs and "special days" can energize and perfect new skills. Older children enjoy long-term projects, and the younger ones get excited about the opportunity to explore new things. Basketry, cross-stitch, international cooking and auto mechanics are all clubs that makes a summer day breeze by. Cowboy Day, Circus Day and Formal Day (dress up, dance and rent a limo) are special days that can be spread out over the summer to spice up the activity calendar.
The primary goal of any summer program should be to provide opportunities to build meaningful relationships with other children and adults; to learn and practice new skills; and to be imaginative, creative and independent in a safe environment. It is also important for each child to know that there is someone present who cares.
The school-age years are important ones in the life of a child. They are too important to be left to chance or haphazard planning. When school is out, the quality of experiences, companionship, activities, supervision, and guidance affect the child's present and future well being. It should be our goal as professionals to ensure that quality is consistently high.